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Assessment is an array of methods and tools “that educators use to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students.” (Assessment, 2015)

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There are many types of assessment that educators use to shape the student learning process and provide an information about the students learning as well.

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Assessment in Education: Top 14 Examples

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Ipsative assessment measures progress of the students against his or her previous results, thus motivating students to set goals and improve their skills. This helps students to learn from their mistakes, motivates them to do better and shows that learning is a process (growth mindset).

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Teachers can incorporate ipsative assessments into their classroom with (Kampen & McEwan, 2021) :

Portfolios

A two-stage testing process

Project-based learning activities

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Most educators are familiar with at least three different categories of assessments:

1. Formative assessments - which are essentially "on the fly" assessments that provide a snapshot of where students happen to be with respect to their on-going competence on a subject being assessed; these assessments have been increasingly used over the past two decades;

2. Summative assessments - which are usually end of term/end of year assessments seeking to "sum up" how much students have learned over a longer period of time with respect to a specific set of skills or content.

3. Standardized assessments - these are summative assessments that compare students, not to a set of standards or competencies, but rather to a quantitative "norm" based on the performance of a group of comparable students who took the exam when it was originally being developed for the marketplace.

Whenever I've given teacher workshops on Howard Gardner's theory of multiple intelligences and the topic of assessment, I have usually asked my teacher participants if they know what another category of assessments are: "ipsative" measures. Virtually no one turns out to be familiar with the term. I learned about it during my Master's degree program at Lesley College in Cambridge, Massachusetts in the mid-1970's. Here are ten things you should know about "ipsative" assessment:

1. The word "ipsative" comes from the Latin ipse meaning "of the self."

2. In the field of psychometrics, "ipsative" refers to an assessment instrument (e.g. test) that requires the test-taker to choose from among several options (often also called "forced choice"). This is not the meaning that that I have in mind here.

3. In the field of education, "ipsative" refers to comparing an individual's performance on a measure to his or her past performances. This is the meaning that I wish to highlight.

4. In my estimation, "ipsative" assessment is far more important than any of the other forms of assessment described above. What we should be concerned about is how much individual progress a student makes, not whether he knows this or that chunk of knowledge or meets a statistical "norm".

5. The theoretical basis for this second meaning of "ipsative" is to be found in humanistic education and psychology, whereas competency-based assessments are rooted more in the field of behaviorism, while standardized assessments are based in logical positivism (the idea that truth can best be expressed quantitatively).

6. "Ipsative" assessments place a primacy upon the individual, and on individual development. In this estimation, a student who improves in their reading from a 2.2 grade level to a 4.1 level should be regarded as a better learner than one who improved from a 3.9 reading level to a 5.2 level, even though the second student is over one grade level higher than the first student.

7. The problem with the current state of testing and assessment in schools is that all the praise and glory goes to the students with the highest test scores, the highest reading levels, and the highest grades. These high performances can be attributed to any number of things from students" innate ability to their high socio-economic status.

8. On the other hand, even a student who has a so-called "low" achievement level (teachers even call them "my low students"), may actually be the superior learner if he shows greater individual improvement over his past efforts. This may reflect their having received special help in the interim (e.g. from a tutor), or from their having shown greater effort over time.

9. Research tells us that those who believe that "effort" can improve a person's intelligence and achievement (a growth mindset), do better over the long haul, than those who believe that one is either born smart or not (a fixed mindset). Thus, the person who shows greater individual growth via "ipsative" assessment, is to be regarded as the better learner over the one who demonstrates less growth with respect to their previous assessments, even if their knowledge base or normative assessments are higher.

10. In the future, educators should focus more attention on "ipsative" assessment. While "ipsative" assessment can take place on a strictly quantitative level (e.g. looking at pre- and post-test results), a better example of how this might work in reading instruction would be, at the beginning of the year, to videotape the student reading a book they select and then having a conversation with a peer or the teacher on its contents, and then at the end of the year (or at some point in between), repeat the same process. Then, the teacher and student together can watch the "pre" and "post" videos, and discuss the improvements they see in the student's reading ability.

It's time that teachers made "ipsative" assessment (comparing a student to his past performances), a regular part of their vocabulary. This shift in emphasis would be a welcome countermeasure to the current emphasis on "core" learning skills and standardized test scores taken as absolute values. Teachers can still use these assessments with their students, but change the way they interpret the results from an absolute perspective (e.g. this child knows x,y,z; or this student scored 7.6 on this test), to a relative and comparative one (e.g. this student improved from a 4.5 to a 6.7 reading level). While teachers already do this to some extent, what's most important is keeping in mind that improvement over time is really the crucial measure of a student's learning progress, not the competencies attained or the test results alone.

For more information about using assessments in a variety of contexts based on student diversity, see my book Multiple Intelligences in the Classroom, 4th Edition

This page was brought to you by Thomas Armstrong, Ph.D. and www.institute4learning.com

Follow me on Twitter: @Dr_Armstrong
Subscribe to my blog feed

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10 Things Educators Should Know About Ipsative Assessments

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Most educators are familiar with at least three different categories of assessments: Formative assessments - which are essentially "on the fly" assessments that provide a snapshot of where students happen to be with respect to their on-going competence on a subject being assessed; these assessments have been increasingly used over the past two decades; Summative assessments - which are usually end of term/end of year assessments seeking to "sum up" how much students have learned over a longer period of time with respect to a specific set of skills or content.

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Interim assessment checks student's growth towards the target goals. It is used to:

evaluate where students are in their learning progress

determine whether they are on track to performing well on future assessments, such as standardized tests or end-of-course exams

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Interim Assessment (Strategic Assessment System, Part 2)

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From http://dpi.wi.gov/strategic-assessment Follow Andre and Ms. G. to learn about how to make sure that time spent on interim assessments is wisely spent.

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Components of interim assessment (Moody, 2019):

Give insight on student progress

Term used interchangeably with benchmark exam

Given at different “intervals” throughout the school year

Used for accountability of schools, students, and teachers

Used to identify areas where adjusted instruction is needed

Examples of interim assessment:

chapter test

extended essay

project scored with a rubric

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This policy brief discusses why interim assessment plays an important role in improving learning and teaching.

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Norm-referenced assessment provides data about student’s achievement and compares it to his/her group of peers.
It is used to measure student achievement to determine:

Language ability

Grade readiness

Physical development

College admission decisions

Need for additional learning support

Types of norm-referenced assessments include:

IQ tests

Physical assessments

Standardized college admissions tests like the SAT and GRE

Norm-referenced assessment is not usually used in the classroom but it can provide a valuable data about student’s performance based on previous tests results.

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Criterion-referenced assessment measures student’s performance against the grade level standards. It provides information about student’s strength and areas that need to be improved.
Criterion-referenced tests may include:

multiple-choice questions

true-false questions

"open-ended" questions combination of question types

Criterion-Referenced Test article from Edglossary describes in detail what these tests are and provides examples of how criterion-referenced tests and scores may be used as well as highlights some debate points about this type of assessment.

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Criterion-referenced tests and assessments are designed to measure student performance against a fixed set of predetermined criteria or learning standards -i.e., concise, written descriptions of what students are expected to know and be able to do at a specific stage of their education. In elementary and secondary education, criterion-referenced tests are used to evaluate whether students have learned a specific body of knowledge or acquired a specific skill set. For example, the curriculum taught in a course, academic program, or content area .

If students perform at or above the established expectations-for example, by answering a certain percentage of questions correctly-they will pass the test, meet the expected standards, or be deemed " proficient ." On a criterion-referenced test, every student taking the exam could theoretically fail if they don't meet the expected standard; alternatively, every student could earn the highest possible score. On criterion-referenced tests, it is not only possible, but desirable, for every student to pass the test or earn a perfect score. Criterion-referenced tests have been compared to driver's-license exams, which require would-be drivers to achieve a minimum passing score to earn a license.

Criterion-Referenced vs. Norm-Referenced Tests
Norm-referenced tests are designed to rank test takers on a "bell curve," or a distribution of scores that resembles, when graphed, the outline of a bell-i.e., a small percentage of students performing poorly, most performing average, and a small percentage performing well. To produce a bell curve each time, test questions are carefully designed to accentuate performance differences among test takers-not to determine if students have achieved specified learning standards, learned required material, or acquired specific skills. Unlike norm-referenced tests, criterion-referenced tests measure performance against a fixed set of criteria.

Criterion-referenced tests may include multiple-choice questions, true-false questions, "open-ended" questions (e.g., questions that ask students to write a short response or an essay), or a combination of question types. Individual teachers may design the tests for use in a specific course, or they may be created by teams of experts for large companies that have contracts with state departments of education. Criterion-referenced tests may be high-stakes tests -i.e., tests that are used to make important decisions about students, educators, schools, or districts-or they may be "low-stakes tests" used to measure the academic achievement of individual students, identify learning problems, or inform instructional adjustments.

Well-known examples of criterion-referenced tests include Advanced Placement exams and the National Assessment of Educational Progress , which are both standardized tests administered to students throughout the United States. When testing companies develop criterion-referenced standardized tests for large-scale use, they usually have committees of experts determine the testing criteria and passing scores, or the number of questions students will need to answer correctly to pass the test. Scores on these tests are typically expressed as a percentage.

It should be noted that passing scores-or " cut-off scores"-on criterion-referenced tests are judgment calls made by either individuals or groups. It's theoretically possible, for example, that a given test-development committee, if it had been made up of different individuals with different backgrounds and viewpoints, would have determined different passing scores for a certain test. For example, one group might determine that a minimum passing score is 70 percent correct answers, while another group might establish the cut-off score at 75 percent correct. For a related discussion, see proficiency .

Criterion-referenced tests created by individual teachers are also very common in American public schools. For example, a history teacher may devise a test to evaluate understanding and retention of a unit on World War II. The criteria in this case might include the causes and timeline of the war, the nations that were involved, the dates and circumstances of major battles, and the names and roles of certain leaders. The teacher may design a test to evaluate student understanding of the criteria and determine a minimum passing score.

While criterion-referenced test scores are often expressed as percentages, and many have minimum passing scores, the test results may also be scored or reported in alternative ways. For example, results may be grouped into broad achievement categories-such as "below basic," "basic," "proficient," and "advanced"-or reported on a 1-5 numerical scale, with the numbers representing different levels of achievement. As with minimum passing scores, proficiency levels are judgment calls made by individuals or groups that may choose to modify proficiency levels by raising or lowering them.

The following are a few representative examples of how criterion-referenced tests and scores may be used:

To determine whether students have learned expected knowledge and skills. If the criterion-referenced tests are used to make decisions about grade promotion or diploma eligibility, they would be considered "high-stakes tests."

To determine if students have learning gaps or academic deficits that need to be addressed. For a related discussion, see formative assessment .

To evaluate the effectiveness of a course, academic program, or learning experience by using "pre-tests" and "post-tests" to measure learning progress over the duration of the instructional period.

To evaluate the effectiveness of teachers by factoring test results into job-performance evaluations. For a related discussion, see value-added measures .

To measure progress toward the goals and objectives described in an "individualized education plan" for students with disabilities.

To determine if a student or teacher is qualified to receive a license or certificate.

To measure the academic achievement of students in a given state, usually for the purposes of comparing academic performance among schools and districts.

To measure the academic achievement of students in a given country, usually for the purposes of comparing academic performance among nations. A few widely used examples of international-comparison tests include the Programme for International Student Assessment (PISA), the Progress in International Reading Literacy Study (PIRLS), and the Trends in International Mathematics and Science Study (TIMSS).

Reform

Criterion-referenced tests are the most widely used type of test in American public education. All the large-scale standardized tests used to measure public-school performance, hold schools accountable for improving student learning results, and comply with state or federal policies-such as the No Child Left Behind Act-are criterion-referenced tests, including the assessments being developed to measure student achievement of the Common Core State Standards. Criterion-referenced tests are used for these purposes because the goal is to determine whether educators and schools are successfully teaching students what they are expected to learn.

Criterion-referenced tests are also used by educators and schools practicing proficiency-based learning , a term that refers to systems of instruction, assessment, grading, and academic reporting that are based on students demonstrating mastery of the knowledge and skills they are expected to learn before they progress to the next lesson, get promoted to the next grade level, or receive a diploma. In most cases, proficiency-based systems use state learning standards to determine academic expectations and define "proficiency" in a given course, content area, or grade level. Criterion-referenced tests are one method used to measure academic progress and achievement in relation to standards.

Following a wide variety of state and federal policies aimed at improving school and teacher performance, criterion-referenced standardized tests have become an increasingly prominent part of public schooling in the United States. When focused on reforming schools and improving student achievement, these tests are used in a few primary ways:

To hold schools and educators accountable for educational results and student performance. In this case, test scores are used as a measure of effectiveness, and low scores may trigger a variety of consequences for schools and teachers.

To evaluate whether students have learned what they are expected to learn. In this case, test scores are seen as a representative indicator of student achievement.

To identify gaps in student learning and academic progress. Test scores may be used, along with other information about students, to diagnose learning needs so that educators can provide appropriate services, instruction, or academic support .

To identify achievement gaps among different student groups. Students of color, students who are not proficient in English, students from low-income households, and students with physical or learning disabilities tend to score, on average, well below white students from more educated, higher income households on standardized tests. In this case, exposing and highlighting achievement gaps may be seen as an essential first step in the effort to educate all students well, which can lead to greater public awareness and resulting changes in educational policies and programs.

To determine whether educational policies are working as intended. Elected officials and education policy makers may rely on standardized-test results to determine whether their laws and policies are working as intended, or to compare educational performance from school to school or state to state. They may also use the results to persuade the public and other elected officials that their policies are in the best interest of children and society.

Debate

The widespread use of high-stakes standardized tests in the United States has made criterion-referenced tests an object of criticism and debate. While many educators believe that criterion-referenced tests are a fair and useful way to evaluate student, teacher, and school performance, others argue that the overuse, and potential misuse, of the tests could have negative consequences that outweigh their benefits.

The following are a few representative arguments typically made by proponents of criterion-referenced testing:

The tests are better suited to measuring learning progress than norm-referenced exams, and they give educators information they can use to improve teaching and school performance.

The tests are fairer to students than norm-referenced tests because they don't compare the relative performance of students; they evaluate achievement against a common and consistently applied set of criteria.

The tests apply the same learning standards to all students, which can hold underprivileged or disadvantaged students to the same high expectations as other students. Historically, students of color, students who are not proficient in English, students from low-income households, and students with physical or learning disabilities have suffered from lower academic achievement, and many educators contend that this pattern of underperformance results, at least in part, from lower academic expectations. Raising academic expectations for these student groups, and making sure they reach those expectations, is believed to promote greater in education.

The tests can be constructed with open-ended questions and tasks that require students to use higher-level cognitive skills such as critical thinking, problem solving, reasoning, analysis, or interpretation. Multiple-choice and true-false questions promote memorization and factual recall, but they do not ask students to apply what they have learned to solve a challenging problem or write insightfully about a complex issue, for example. For a related discussion, see 21st century skills and Bloom's taxonomy .

The following are representative arguments typically made by critics of criterion-referenced testing:

The tests are only as accurate or fair as the learning standards upon which they are based. If the standards are vaguely worded, or if they are either too difficult or too easy for the students being evaluated, the associated test results will reflect the flawed standards. A test administered in eleventh grade that reflects a level of knowledge and skill students should have acquired in eighth grade would be one general example. Alternatively, tests may not be appropriately "" with learning standards, so that even if the standards are clearly written, age appropriate, and focused on the right knowledge and skills, the test might not designed well enough to achievement of the standards.

The process of determining proficiency levels and passing scores on criterion-referenced tests can be highly subjective or misleading-and the potential consequences can be significant, particularly if the tests are used to make high-stakes decisions about students, teachers, and schools. Because reported "proficiency" rises and falls in direct relation to the standards or cut-off scores used to make a proficiency determination, it's possible to manipulate the perception and interpretation of test results by elevating or lowering either standards and passing scores. And when educators are evaluated based on test scores, their job security may rest on potentially misleading or flawed results. Even the reputations of national education systems can be negatively affected when a large percentage of students fail to achieve "proficiency" on international assessments.

The subjective nature of proficiency levels allows the tests to be exploited for political purposes to make it appear that schools are either doing better or worse than they actually are. For example, some states have been accused of lowering proficiency standards of standardized tests to increase the number of students achieving "proficiency," and thereby avoid the consequences-negative press, public criticism, large numbers of students being held back or denied diplomas (in states that base graduation eligibility on test scores)-that may result from large numbers of students failing to achieve expected or required proficiency levels.

If the tests primarily utilize multiple-choice questions-which, in the case of standardized testing, makes scoring faster and less expensive because it can be done by computers rather than human scorers-they will promote rote memorization and factual recall in schools, rather than the higher-order thinking skills students will need in college, careers, and adult life. For example, the overuse or misuse of standardized testing can encourage a phenomenon known as "teaching to the test," which means that teachers focus too much on test preparation and the academic content that will be evaluated by standardized tests, typically at the expense of other important topics and skills.

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Criterion-referenced tests and assessments are designed to measure student performance against a fixed set of predetermined criteria or learning standards-i.e., concise, written descriptions of what students are expected to know and be able to do at a specific stage of their education. In elementary and secondary education, criterion-referenced tests are used to evaluate whether students [...]

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Criterion vs Norm Referenced Assessment: Examples & Evaluation

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Criterion vs Norm Referenced Assessment: Examples & Evaluation

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Criterion vs Norm Referenced Assessment: Examples & Evaluation

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Armstrong, T., Ph. D. (2020, March 17). 10 Things Educators Should Know About Ipsative Assessments. American Institute for Learning and Human Development. Retrieved December 21, 2022, from https://www.institute4learning.com/2020/03/05/10-things-educators-should-know-about-ipsative-assessments/

Assessment. (2015, October 11). Edglossary. Retrieved December 20, 2022, from https://www.edglossary.org/assessment/

Interim Assessment. (n.d.). Renaissance. Retrieved December 21, 2022, from https://www.renaissance.com/edword/interim-assessment/#:~:text=An%20interim%20assessment%20is%20a,assessments%20during%20the%20school%20year.

Criterion-Referenced Test. (2014, April 30). Edglossary. Retrieved December 21, 2022, from https://www.edglossary.org/criterion-referenced-test/

Kampen, M., & McEwan, S. (2021, September 24). 6 Types of Assessment (and How to Use Them). Prodigy Education. Retrieved December 20, 2022, from https://www.prodigygame.com/main-en/blog/types-of-assessment/

Moody, J. (2019, November 27). What is an Interim Assessment? Edulastic Blog. Retrieved December 21, 2022, from https://edulastic.com/blog/interim-assessment/

Perie, M., Marion, S., Gong (National Center for the Improvement of Educational Assessment), B., & Wurtzel (The Aspen Institute), J. (n.d.). The Role of Interim Assessments in a Comprehensive Assessment System. Achieve. Retrieved December 21, 2022, from https://www.achieve.org/files/TheRoleofInterimAssessments.pdf

Renaissance. (2019, October). What is an interim assessment? | EdWords. Retrieved December 21, 2022, from https://www.renaissance.com/edword/interim-assessment/

Teachings in Education. (2016, December 18). Assessment in Education: Top 14 Examples [Video]. YouTube. Retrieved December 21, 2022, from https://www.youtube.com/watch?v=zTkQjH-_97c

Teachings in Education. (2017a, January 17). Criterion vs Norm Referenced Assessment: Examples & Evaluation [Video]. YouTube. Retrieved December 21, 2022, from https://www.youtube.com/watch?v=O5hJNpO0JPE

Wisconsin DPI - Resources for the Field. (2016, May 13). Interim Assessment (Strategic Assessment System, Part 2) [Video]. YouTube. Retrieved December 21, 2022, from https://www.youtube.com/watch?v=d_rMeH95UUI

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Diagnostic assessments can be looked at as pre-tests to help teachers identify what students know and can do in different areas to support students’ learning. These kinds of assessments may help teachers understand what students already know in order to build on the students’ strengths and address what they need.

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The 4 types of assessments used for the diagnostic assessment process include:
1. universal screening
2. classroom observations
3. progress monitoring
4. qualitative data that are specific to the learning gap

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Diagnostic assessment plays an important role in how teachers identify and understand learning needs. It's important to understand that diagnostic assessment is not the same as diagnosis. By understanding the difference between these two terms and how each might play a role in school-based supports for students, teachers will be in a strong position to support all students' learning needs.

Process and Product

The best way to differentiate diagnostic assessment from diagnosis is to understand that one is a process and the other is a product.

Diagnostic Assessment = process of identifying the reason for a problem

Diagnosis = product of a comprehensive evaluation to match a student's presenting symptoms with the criteria for a specific disorder

Both of these terms have roles to play in identifying student learning challenges and needs, but they serve very different purposes.

What is Diagnostic Assessment?

Diagnostic assessment is the process of using multiple measures and reports to identify student strengths and needs in specific skill-areas so that teachers can provide instruction to address learning needs. Diagnostic assessment directly guides academic, curricular, and instructional decisions because there is a better understanding of what a student does or does not know in relation to specific learning goals.

The types of assessments often used for the diagnostic assessment process include universal screening, classroom observations, progress monitoring, and qualitative data that are specific to the learning gap. Diagnostic assessment also involves instruction in order to see how a student responds to efforts to close learning gaps. As compared to more general assessments, diagnostic assessment seeks to identify the specific skills that a student needs to learn by isolating specific learning gaps.

Types of assessment often used in the diagnostic assessment process

For example, universal screening assessment results might show that a student has weak decoding skills, but not which letter sounds the student needs to learn. Additional diagnostic assessment can be used to gather more detailed information. In this example, the teacher might have the student complete a letter sounds inventory along with a sight word measure. These diagnostic data pinpoint what specific skills the student needs to learn. With that information, the teacher can provide instruction on those specific skills.

Diagnostic Assessment and Progress Monitoring

In order to measure student improvement, a progress measure that matches the instructional focus should be used at regular intervals. In the case of decoding instruction, weekly pseudoword decoding assessments would make sense. When student progress data indicate improvement, then further assessment is not needed. If the progress data shows that the student is not making gains, then additional careful review of the intervention procedures and integrity as well as consideration of other options is needed. In some cases, additional diagnostic assessment might be used to learn more about the specific learning gaps.

For many students, a process of diagnostic assessment and targeted instruction and intervention will result in learning improvements. For some students, the diagnostic assessment process and subsequent intervention with progress monitoring might not yield the gains needed. When a student does not make gains despite evidence-based instruction, implemented with integrity, it might be the case that the student meets the criteria for a learning disability and may qualify for special education services. (Importantly, eligibility for special education does not require a diagnosis of a specific disability. In some cases, a formal diagnosis might be made as part of a comprehensive evaluation, but not always).

How Diagnosis is Different

As noted, diagnosis is the product of a set of procedures related to determining if a student demonstrates the characteristics, or symptoms, of a specific disorder. To determine if a diagnosis is present, a number evaluation activities are conducted, including a a comprehensive evaluation to determine if the student qualifies; the presence of a diagnosis does not automatically mean that a student is eligible for special education. Instead, a team made up of the student's teacher, parents, specialists, a psychologist, and sometimes others must determine what evaluation data to request and then meet to consider whether the accumulated data indicate the need for special education services.

Many comprehensive evaluations are conducted by school-based specialists while others are completed by contracted specialists including clinical psychologists and physicians. The types of professionals who participate in comprehensive evaluation activities depend on the reason that the student was referred for evaluation. For students with already diagnosed medical conditions such an orthopedic impairment, deafness, blindness, or Down syndrome, prior medical diagnosis can be used as part of the comprehensive evaluation.

For some referrals, the team will also need to gather recent data about the student's school performance as well as conduct additional testing. The team must review the accumulated data to determine if the student demonstrates persistent underachievement and will benefit from specialized instruction.

Sometimes, a student who has been diagnosed with a certain disorder might not qualify for special education because overall achievement is strong. Nonetheless, the student's symptoms require some type of accommodations or supports to succeed in schools. Examples include students in wheelchairs who need ramps to navigate buildings or students who are hard of hearing who require priority seating and assistive hearing devices. The actual instruction does not need to be changed, but school staff do need to accommodate the student's specific needs. In these cases, the student might qualify for what is known as a 504 plan. This type of plan is based on the Americans with Disabilities Act and a rule from section 504 of a law related to supporting individuals with disabilities. All public schools are required to have procedures to develop and implement 504 plans just as they are special education programs.

Summary

Although both diagnostic assessment and diagnosis can play important roles in supporting student success, these terms have very different meanings and uses in schools. Diagnostic assessment is a process whereby teachers identify and address student learning needs using a sequence of assessment and instruction. Diagnosis is the product of evaluation procedures, but is not required for special education services. Formal diagnoses are more common in cases of medical conditions but are sometimes used when a learning disability or behavior disorder is present. For students whose diagnosis and current needs do not warrant special education services, a 504 plan might be used to ensure accommodations so the student can access learning opportunities.

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Diagnostic Assessment as a Tool for Identifying Learner Needs

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Diagnostic assessment plays an important role in how teachers identify and understand learning needs. It's important to understand that diagnostic assessment is not the same as diagnosis. By understanding the difference between these two terms and how each might play a role in school-based supports for students, teachers will be in a strong position to support all students' learning needs.

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Diagnostic vs. Formative vs. Summative Asssessments

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Diagnostic vs. Formative vs. Summative Asssessments

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Formative vs. Summative vs. Diagnostic Assessment

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https://www.formpl.us/blog/diagnostic-assessment

Some examples of Diagnostic tests include:

surveys and questionnaires

unit pre-tests

checklists

curriculum based measurements

entry slips

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When we see "summative assessments" we might think of students spaced out in rows taking timed paper tests with multiple choice answers, accumulating enough points to pass. However, a summative assessment can be any assessment that measures student learning at the end of a unit. Creativity and student-centered thinking can transform the summative assessment phase of learning into an exciting, authentic opportunity for students to show off their growth and skills, and if evaluated carefully, can be better gauges of student progress than paper tests.

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These are great summative assessment options that are student-centered and emphasize student choice:

newscast

talk show

mix tape

scrapbook

social media posts

Baking/cooking (measurement)

Museum

Songs

Haiku exit tickets

Comic strips/Powtoons

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Ed Tech

Looking back at your elementary, middle, and high school years - what was your very favorite test? I've asked many educators that question over the years, and usually I get that tell-tale cricket-chirping silence.

Sometimes an educator will look at me as if I have two heads, and asked, "What do you mean, 'favorite?' You mean a test I enjoyed?" Usually, if I get an answer at all, it is some variation of "I once got an 'A' on test I was sure I failed or that I studied really hard for."

Unfortunately, traditional tests don't inspire further learning. They don't reinforce knowledge (unless one counts cramming information that will be forgotten in a week or two as "reinforcing"). And they don't accurately reflect a full understanding of the content or an expertise of skills that were taught.

So, what is a better alternative? Authentic and creative assessments are perfect, and here's why.

A well-thought-out assessment:

Provides a comprehensive view of students' understanding

Gives students and opportunity to exercise critical thinking skills

Reinforces or furthers knowledge

Allows a range of intelligences to be expressed

Helps students create meaningful connections

Thinking creatively, you can adapt these ideas to fit any curriculum or subject. As you look through them, keep in mind (especially you STEM teachers!) that non-animated objects can be anthropomorphized to great and clever effect in some of these examples:

Here are 10 quick assessment ideas to use or inspire you.

One key to success for any authentic or creative assessment is to think carefully about what your learning goals are and create an assessment that not only helps you know where your students are at, but also how you can help them. Along with your feedback, ask students to reflect on their own work, and the other students'.
Feeling daring? Ask your students to help you come up with the assessment and bring them into the process!
Do you have a favorite assessment to contribute or have you been inspired with a new idea? Please share on Twitter by tagging me @OverthrowingEducation along with the #Ditchbook hashtag.

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This post is written by Batsheva Frankel an educational consultant at New Lens Ed. Batsheva has been in education for over 25 years and is the producer

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What Makes Summative Assessment a Powerful Tool for Teachers

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What Makes Summative Assessment a Powerful Tool for Teachers

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Summative assessments are important because they "set benchmarks to evaluate performance." If you're designing learning units backwards (ie using specific standards to design the assessment first, then planning learning activities) then summative assessments as important as formative assessments in supporting your students towards expected outcomes.

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SplashLearn Blog - Educational Resources for Parents, Teachers & Kids

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difference between summative assessment & formative assessment

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What Makes Summative Assessment a Powerful Tool for Teachers

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Read to know all about summative assessment - examples, benefits, limitations, etc. Know which is better with differences between formative & summative assessments.

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Single-point rubrics are a simplified way to give high quality feedback on summative assessments. They break assignments up into comprehensible categories, making expectations clear and simple for students. The focus on strengths and weaknesses versus points builds the intrinsic value of learning. Their flexibility means students can be creative and take more risks to demonstrate their range of understanding. They reduce unhealthy competition and comparisons to other students and place the focus on the learning outcome rather than the grade.

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A format that provides students with personalized feedback and works to keep them from focusing solely on their grade.

©Shutterstock.com/Monkey Business Images

As educators, we know the power of a good rubric. Well-crafted rubrics facilitate clear and meaningful communication with our students and help keep us accountable and consistent in our grading. They're important and meaningful classroom tools.

Usually when we talk about rubrics, we're referring to either a holistic or an analytic rubric, even if we aren't entirely familiar with those terms. A holistic rubric breaks an assignment down into general levels at which a student can perform, assigning an overall grade for each level. For example, a holistic rubric might describe an A essay using the following criteria: "The essay has a clear, creative thesis statement and a consistent overall argument. The essay is 2-3 pages long, demonstrates correct MLA formatting and grammar, and provides a complete works cited page." Then it would list the criteria for a B, a C, etc.

An analytic rubric would break each of those general levels down even further to include multiple categories, each with its own scale of success-so, to continue the example above, the analytic rubric might have four grades levels, with corresponding descriptions, for each of the following criteria points: thesis, argument, length, and grammar and formatting.

Both styles have their advantages and have served many classrooms well. However, there's a third option that introduces some exciting and game-changing potential for us and our students.

The single-point rubric offers a different approach to systematic grading in the classroom. Like holistic and analytic rubrics, it breaks the aspects of an assignment down into categories, clarifying to students what kinds of things you expect of them in their work. Unlike those rubrics, the single-point rubric includes only guidance on and descriptions of successful work-without listing a grade, it might look like the description of an A essay in the holistic rubric above. In the example below, you can see that the rubric describes what success looks like in four categories, with space for the teacher to explain how the student has met the criteria or how he or she can still improve.

A single-point rubric outlines the standards a student has to meet to complete the assignment; however, it leaves the categories outlining success or shortcoming open-ended. This relatively new approach creates a host of advantages for teachers and students. Implementing new ideas in our curricula is never easy, but allow me to suggest six reasons why you should give the single-point rubric a try.

1. It gives space to reflect on both strengths and weaknesses in student work. Each category invites teachers to meaningfully share with students what they did really well and where they might want to consider making some adjustments.

2. It doesn't place boundaries on student performance. The single-point rubric doesn't try to cover all the aspects of a project that could go well or poorly. It gives guidance and then allows students to approach the project in creative and unique ways. It helps steer students away from relying too much on teacher direction and encourages them to create their own ideas.

3. It works against students' tendency to rank themselves and to compare themselves to or compete with one another. Each student receives unique feedback that is specific to them and their work, but that can't be easily quantified.

4. It helps take student attention off the grade. The design of this rubric emphasizes descriptive, individualized feedback over the grade. Instead of focusing on teacher instruction in order to aim for a particular grade, students can immerse themselves in the experience of the assignment.

5. It creates more flexibility without sacrificing clarity. Students are still given clear explanations for the grades they earned, but there is much more room to account for a student taking a project in a direction that a holistic or analytic rubric didn't or couldn't account for.

6. It's simple! The single-point rubric has much less text than other rubric styles. The odds that our students will actually read the whole rubric, reflect on given feedback, and remember both are much higher.

You'll notice that the recurring theme in my list involves placing our students at the center of our grading mentalities. The ideology behind the single-point rubric inherently moves classroom grading away from quantifying and streamlining student work, shifting student and teacher focus in the direction of celebrating creativity and intellectual risk-taking.

If you or your administrators are concerned about the lack of specificity involved in grading with a single-point rubric, Jennifer Gonzales of Cult of Pedagogy has created an adaptation that incorporates specific scores or point values while still keeping the focus on personalized feedback and descriptions of successful work. She offers a brief description of the scored version along with a very user-friendly template.

While the single-point rubric may require that we as educators give a little more of our time to reflect on each student's unique work when grading, it also creates space for our students to grow as scholars and individuals who take ownership of their learning. It tangibly demonstrates to them that we believe in and value their educational experiences over their grades. The structure of the single-point rubric allows us as educators to work toward returning grades and teacher feedback to their proper roles: supporting and fostering real learning in our students.

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A format that provides students with personalized feedback and works to keep them from focusing solely on their grade.

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Performance assessment is intended to track a student's ability to use and demonstrate skills. The overall goal is to improve the learning experience for the students and for the teacher to see how effective the lesson plans have been. It uses developmental checklists, portfolios, and progress reports. While it can be used to assign a grade to a student, that is not the main goal of this type of assessment. Classwork is centered on projects and tasks where the teacher can track progress.

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Using Performance Assessments to Support Student Learning

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Using Performance Assessments to Support Student Learning

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"Performance assessments are part of a robust assessment system in which students show what they know by writing an essay, curating a portfolio of work, or conducting original research. Ultimately, performance assessments can allow students to demonstrate college and career readiness through a culminating assessment—such as a graduate capstone or senior portfolio defense. The report on which this brief is based documents the work of three districts involved in the California Performance Assessment Collaborative: Los Angeles, Oakland, and Pasadena Unified School Districts. Through interviews, focus groups, and observations, we identify the key conditions needed to support the implementation of culminating performance assessments at the district, school, and classroom levels. We also examine students’ and educators’ perceptions of outcomes related to participation in performance assessment initiatives. Finally, we summarize lessons from the districts’ experiences with performance assessments and present associated recommendations to district leaders and state policymakers."

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How a Performance Assessment Shows What Students Know and Can Do

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Formative assessment is that which takes place before and during the learning process. This term is often used in contrast with summative assessment which is the one that happens at the end of a specific learning process.

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The main goal of formative assessment is to be a tool which allows us to gather information about our students' progress and needs. Then we can use this information to make decissions about how we are going to plan the rest of the learning cycle: what do students need to review before their summative assessment? What do individual students struggle with or excel at? What activities are motivating students?

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Formative assessment can take many forms but let's consider a few in particular:

Tests - while most people associate tests exclusively with summative assessment, these can also be a tool to inform our future instruction. For example, as someone who teaches ESL, I have prepared many students for IELTS, TOEFL, Trinity etc. I like to begin those courses by having students take the tests in class, which allows me to gauge which parts they struggle with both in terms of language skill and of individual exercises. This is something I repeat several times throughout the teaching cycle and the results of each test inform my decisions on what material to cover in the coming lessons.

Entry/exit tickets - small tasks given to the students at the start or end of a lesson are also excellent examples of formative assessment. We use these mini-tasks not to evaluate our students but to get a general idea of their previous knowledge (entry ticket) or their overall grasp at the end of the lesson (exit ticket). Again, with this information, we can then decide how to approach the following the lesson(s).

Concept Checking Questions (CCQs) - not all formative assessment need to happen in a way that calls attention to itself. Something as simple as asking some questions to check understanding in order to decide if we should move forward or explain something in more detail is also formative assessment.

Brainstorming - a personal favourite of mine, introducing the topic for the day and then giving some time for students to think about it and come up with as many ideas as possible is also formative assessment.

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Formative Assessment definition and extra examples.

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Formative Assessment definition and extra examples.

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Formative Assessments: Why, When & Top 5 Examples